Paphiopedilum fairrieanum, P. spicerianum, and P. venustum (Orchidaceae: Cypripedioideae) are reported to occur in Bhutan, of which the former is known to be Critically Endangered and the latter two are Endangered.  Based on numerous field trips conducted over the last decade, populations of P. fairrieanum and P. venustum were located in Bhutan.  No individual of P. spicerianum, however, was found despite many search attempts.  Its occurrence in Bhutan may have been originally erroneous.  Based on the accessibility of the habitats, six 10m × 10m quadrats were defined to enumerate the plant species found in the Paphiopedilum habitats.  Vegetation analyses and cluster dendrograms of the plant species composition indicated the presence of three forest types with distinct species compositions.  Paphiopedilum fairrieanum was found growing mainly as a lithophyte on seasonally dry limestone cliffs or on limestone outcrops with a comparatively open forest canopy.  These populations were mostly located on southwest- or northwest-facing slopes with soil pH ranging from 7.1 to 7.8.  Paphiopedilum venustum, in contrast, was a ground-dwelling species restricted to relatively dense forests with soil pH ranging from 7.1 to 7.5.

Two new spotted species of Chiloschista from Bhutan are described, illustrated, and compared with similar species. The second of the new species has been misidentified in previous publications as C. lunifera and C. parishii, and a comparison between the three is provided. It is also compared with C. glandulosa, which is a distinctly smaller-flowered species from the coastal area of southwestern India, and with C. javanica from Indonesia. The latter species and C. parishii are easily distinguished from both new species by having hairs on the backside and along the margins of the sepals and petals, as opposed to having virtually glabrous to indistinctly micro-pubescent sepals and petals for the new species. Although many spotted Chiloschista species are superficially similar, the differences can be better observed when studying the internal morphology of particularly the glandular callosity in the saccate lip. The morphological differences are often minute and difficult to describe in words, but are more easily recognized when compared with illustrations and photographs. Key Words: Chiloschista glandulosa, C. javanica, C. lunifera, C. parishii, new Chiloschista

A new species of Chiloschista from a restricted area in Bhutan is described and illustrated. It is compared with C. parishii from Myanmar and Thailand, which has similarly colored flowers and from which it differs by the larger flowers, 15–18 mm versus 8–10 mm, and the lack of a glandular and pubescent, erect and curved callus lobe inside the lip, which is generally seen in other similarly colored species of this genus. Key Words: Aeridinae, Bhutan, Himalaya, new Chiloschista, Orchidaceae, Vandeae

abstract. A new, attractive and morphologically unique species of Spathoglottis is described, illustrated and compared with the most similar species. The new species is currently only known from two localities in southeastern Bhutan and differs distinctly from its closest relative, Spathoglottis hardingiana, by the glabrous pedicels, forward-curved acuminate apices of the petals, a yellow hypochile of the lip, two pairs of unequal callus "horns" and swellings, and a spirally coiled epichile of the lip, versus a densely pubescent inflorescence and pedicels, a pale purple hypochile, a single pair of erect and clavate, or"bubble-shaped", callus swellings, and a projecting and narrowly triangular epichile of the lip for S. hardingiana.

In my previous research findings, one of the themes on the impact of positive teacher-student relationships revealed that healthy relationships promote academic performance. To deepen the findings, the researcher conducted a mixed methods research design. The inferential correlation analysis was carried out for this qualitative survey. Altogether, 100 students and 40 teachers from various schools participated in this data collection under Samdrup Jongkhar District. The study on supportive teacher-student relationships revealed that it improves student engagement and motivation during class. Children participate more and become open and friendly with the teacher. The supportive teacher-student relationships motivate and create a fulfilling learning environment. They take ownership of their tasks and build learning curiosity which is the engine of learning. For the qualitative interview study, the sample consisted of 40 teachers and 30 secondary school students. The data were collected through the use of semi-structured interviews and transcribed and analyzed using a thematic approach. This qualitative study revealed that supportive teacher-student relationships help students to become more interactive, improve their approachability, and boost attachment. The healthy teacher-student relationship nurtures love, cultivates respect, and fosters a sense of security. Children love the subject taught by teachers who have healthy relationships with them and ultimately enhance their academic performance. Teachers get more time for lesson preparation and assessment. They give consistent feedback and pay more attention to all the individuals in the class since they do not waste their time correcting the student’s disruptive behaviours resulting in negative teacher-student relationships.